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The Mock Trial: Revisiting a Valuable Training Strategy.

Graham D Glancy1

  • 1Dr. Glancy is a staff psychiatrist, Forensic Early Intervention Service, Centre for Addiction and Mental Health (CAMH), Toronto, Ontario, Canada; He is Assistant Professor, Faculty of Medicine, Department of Psychiatry, and Adjunct Professor, Faculty of Law, University of Toronto, Toronto, Ontario, Canada. A version of this paper was presented as the Presidential Address at the 45th Annual Meeting of the American Academy of Psychiatry and the Law, Orlando, FL, 2015. graham.glancy@utoronto.ca.

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Summary
This summary is machine-generated.

Forensic psychiatry training faces challenges due to increased practitioners. Integrating learning theory with mock trials enhances simulation effectiveness for teaching expert testimony skills.

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Area of Science:

  • Forensic Psychiatry
  • Medical Education
  • Psychiatry Training

Background:

  • The field of forensic psychiatry has experienced significant growth over the last four decades.
  • This expansion presents challenges for training programs, including increased demands and resource allocation.
  • Both junior trainees and experienced practitioners can benefit from supplementary, theory-informed simulations.

Purpose of the Study:

  • To discuss theoretical perspectives of simulation, deliberate practice, and experiential education.
  • To link these theories to the design of mock trials for teaching expert testimony.
  • To argue for increased efficacy and application of mock trials by connecting them to learning theory.

Main Methods:

  • Review of theoretical perspectives: simulation, deliberate practice, and experiential education.
  • Application of these theories to the design of mock trials.
  • Development of recommendations for effective mock trial design and implementation in forensic psychiatry training.

Main Results:

  • Explicitly linking mock trials to established learning theories can enhance their educational impact.
  • This theoretical integration increases the efficacy and broadens the applicability of mock trials.
  • Well-designed, theoretically informed simulations offer a valuable supplement to traditional work experience.

Conclusions:

  • Mock trials, when grounded in learning theory, are a powerful tool for teaching expert testimony skills.
  • Recommendations are provided for optimizing the design and application of these simulations.
  • Enhancing simulation-based training is crucial for the future of forensic psychiatry education.